Person- Centred Counselling in Action by Dave Mearns & Brian Thorne, 1988 Essay Example for Free

Person- Centred Counselling in Action by Dave Mearns Brian Thorne, 1988 Essay Person- Centred Counselling in Action by Dave Mearns Brian Thorne, 1988 Person-centred counselling originated in 1930’s and 40’s from the work of the American psychologist Carl Rogers. Rogers came to believe that as it is the client who is hurting, then ultimately it is the client themselves who holds the answers about how best to move forward. At the time, this approach was a departure from others forms of counselling which relied on clients being advised, guided or somehow influenced on which direction to take. Using the person centred approach, it is the counsellor’s job to help the client connect with their own inner resources enabling them to find their own unique solutions. In this book the authors undertake to explain the theories and principles of person centred counselling by relating them to actual practice. The book is intended as a practical and comprehensive guide for trainee counsellors, those training them and also for established counsellors wishing to familiarise themselves with the person centred approach to counselling. Coming from the standpoint of someone just starting out as a trainee counsellor, the writer was first attracted by the short, snappy title of ‘Person Centred Counselling in Action’. The word ‘action’ hints that the work will not be a dry, difficult to read book concentrating only on the theoretical side of things but the reader will actually get to see how the process works in practice. In this regard, the book did not disappoint. -2- The main body of the book explores in some depth, the conditions (known as the core conditions) of empathy, acceptance and congruence, which are essential to the practice of the person- centred counsellor. The final three chapters draw on one particular case study showing how the core conditions are used in practice. These final chapters look at the experience from both the counsellor’s and the client’s point of view. The writer found the contents of the book to be written in a logical fashion and in the main uses straight forward language. The writer felt that the down to earth style of writing and avoidance of jargon made the book more accessible than some others of the same genre. Also very helpful is that as  new concepts are introduced, examples of the concept being discussed are highlighted in boxes throughout the text. This helped to reinforce the writer’s understanding of ideas that are unfamiliar to her at this stage of her learning. One of the main themes of the book is an in-depth exploration of the three elements that make up what is referred to in person centred literature, as the ‘core conditions’. In the first chapter the book clearly states what these are as follows: â€Å"The creation of a growth producing climate in a therapeutic relationship requires  That the counsellor can: 1. be genuine or congruent 2. offer unconditional positive regard and total acceptance -3- 3. feel and communicate a deep empathic understanding† While this statement is useful for clarity it is obvious on reading further that these conditions are not easily attained. They take commitment on the part of the counsellor to develop and maintain these attitudes and are so significant, say the authors, that not only do they have profound implications for the counsellor’s professional practice but also for the counsellor’s life as a whole. This thought makes the writer pause and reflect on how powerful the core conditions are and the words ‘life changing’ spring unbidden to mind. Although in practice, the core conditions are inextricably linked, for the purposes of this review the writer has chosen to focus on the book’s exploration of acceptance or ‘unconditional positive regard’. The authors speak of unconditional positive regard as being an attitude held by the counsellor and give the following clear definition: â€Å"Unconditional positive regard is the label given to the fundamental attitude of the person-centred counsellor towards her client. The counsellor who holds this attitude deeply values the humanity of her client and is not deflected in that valuing by any particular client behaviours. The attitude manifests itself in the counsellor’s consistent acceptance of and enduring warmth towards her client†. It struck the writer that although this attitude of unconditional positive regard can be viewed as highly commendable, it may also in practice, be difficult to attain. The writer agrees with the -4-  authors’ opinion that unconditionality cannot be guaranteed due to each counsellor being fallible, human and having personal limits. The writer however questions the authors’ statement that â€Å" the person centred counsellor is likely to be ‘less conditional’ than most other people with whom the client will relate†. The writer feels that this is a sweeping generalisation of clients’ relationships and may not be true. That said, the writer believes that the attitude of unconditional positive regard is one that every counsellor, irrespective of tradition, should actively seek to develop and maintain. The authors pose the question â€Å"Why is unconditional positive regard important? † In answer to this question a picture is drawn of a client who has been brought up to believe that it is only by meeting conditions imposed on them by significant others that they have any value. By consistently having an attitude of unconditional positive regard and by valuing the client in their own right, irrespective of conditions imposed by others, the counsellor is directly challenging the client’s long held beliefs about their self- worth. The authors describe the client as being in a negative, self-defeating cycle, not expecting to be valued and relate to others by being self-protective or defensive. They may well be displaying behaviours that drive others away such as being inappropriately aggressive, not showing any feelings or perhaps withdrawing from any demanding social contact. In driving others away, the client’s belief that he is unworthy or unlovable is reinforced. The authors explain that by having an attitude of unconditional positive regard, the counsellor can gradually break into the client’s self- defeating cycle. Once the cycle is broken, the client -5- no longer needs to be defensive towards the counsellor. His fear reduces and an environment of trust and safety is created where the client feels able to explore what troubles him. The authors claim that not only will the client have been influenced to question conditions of worth imposed on him and been helped to become less defensive but that somehow the client will begin to experience the counsellor’s attitude for himself and begin the journey towards self-acceptance. The writer, though inexperience, agrees with the writers’ view that the counsellor’s attitude of unconditional positive regard can eventually have dramatic positive effects for the client. The writer also takes on board the authors’ advice to bear this dramatic effect in mind, early in the therapeutic process when the client can display a number of difficult, off-putting behaviours. There was some discussion by the authors about ‘defensive’ clients. They give examples of three clients with very different problems. Mary an unkempt 45 year old lady with poor personal hygiene who is filled with self-loathing; Roger a hard-nosed 35 year old, cut-throat business man who blames his wife for all their marital problems and James a suspicious, angry 18 year old who used most of his first counselling session to verbally abuse the counsellor. It later became clear that the three clients had four things in common: 1. They all had a deep sadness, 2. Felt intensely unloved, 3. Did not love themselves and 4. Were all extremely vulnerable. The authors note that although the clients behaviours were very different their defensiveness was acting as a shield which repelled others and hid what kind of people they really were. The -6- authors advise that unconditional positive regard means that the counsellor should not be put off by these behaviours but should continue to value the worth of the client and eventually earn the right to be given access to what lies behind the shield. The writer can imagine that it could sometimes be difficult for the counsellor to accept their client. The authors examine this problem in some depth and also give practical steps for the counsellor to take when confronted with this situation. They advise the conscious use of empathy which helps the counsellor to focus more on the client and less on her own negative feelings towards the client. Using empathy can also encourage the client to open up more and cause the counsellor to question her earlier judgement. The authors also suggest that it would be beneficial for the counsellor to explore the matter more fully in supervision. The dislike belongs to the counsellor, say the authors and is therefore her responsibility to deal with it and not blame the client for her feelings. In the chapter on unconditional positive regard, the authors go onto discuss in some depth other matters worthy of consideration and study such as ‘Can the Client Accept My Acceptance? Focus on Warmth’, ‘Focus on Conditionality’ and ‘Accepting the Client who loves you’. Unfortunately time does not allow the writer to discuss these topics any further. The writer found the whole book very engaging and informative and would recommend the newer edition to anyone wanting to learn more about person-centred counselling. Its ‘hands on’ style is very readable and gives many useful examples of the process in action. In conclusion, it ‘does what it says on the tin’! (Word Count 1,565)

Touching Spirit Bear Essay Example for Free

Touching Spirit Bear Essay In the novel Touching Spirit Bear by Ben Mikaelsen he discuses the idea of morals. As the reader reads the novel it is filled with many important lessons from many perspectives. Understanding that all these lessons made Cole a better person. The most important lessons learnt from the book are life is what you make it, forgiveness, and that people can change. The lesson â€Å"life is what you make it† was a big part of the novel. But also this lesson was reflective. When Edwin asked Cole to go to the freezing pond, he gave him a stick and says that the right end of the stick represented happiness while the left end represented anger. Cole broke the anger side of the stick, until he recognized that everytime he broke off the angry side it appeared again. Edwin teaches Cole that anger could not be completely destroyed. â€Å"Yes, was a big deal. It was a party. It was a feast. It was a sharing and a celebration. All because that is what I made it. Yours was simply food because that is all you chose for it to be. All of life is a hot dog. Make of it what you will. I suggest you make your time here on the island a celebration. † (Pg. 166) The hotdog also represented that life is what you make it. Cole made his hotdog just a plain hotdog. While Garvey on the other hand made his hotdog with great care. Garvey’s hotdog was a celebration because that’s is what he intended it to be. Cole made his hotdog just a plain hotdog and it did just that. The sky also symbolizes this lesson. Cole had the decision to look at the clouds or the sun. If Cole had looked at the clouds he would think the weather would be cloudy. If Cole had looked at the sun it would seem as if it was sunny outside. If we were to look at life as a horrible and dreadful place that’s how life is going to be, because that is how we made it. If looking at life as a joyful, beautiful place that’s how life is going to be lived. It will be lived like a celebration! Celebrating every moment of life and living everyday to the fullest. Throughout the novel, Cole is challenged to forgive and to earn forgiveness. Cole had to be willing to forgive himself and those who had hurt him. A lot of forgiving had to be done before Cole could fully heal. First, he was to forgive himself. â€Å"You’ll dance that dance when you’re ready. † (Pg. 184) Garvey said to Cole associating to the dance of anger. For most of the novel Cole was full of so much anger, but by dancing the dance of anger, he let go of some of his emotions and forgiving those who had hurt him. After Cole’s infusion of rage of anger Cole was not as angry as before, he will always know that anger was inside of him but he had the choices to let go and forgive those who had hurt him. He was then ready to move on. Cole could not fully move on without Peter’s forgiveness. Next, Cole needed to help Peter. Cole was truly sorry for what he had done but needed to prove that to Peter and his family. He needed to show Peter that he trusted him, and he wanted to see if Peter could trust him. So before he started his healing, Cole asked to bring Peter to the island to give him a new start. He wanted Peter to get the second chance at life just like Cole had gotten a second chance in the circle justice. This lesson is very important to the book. It teaches that forgiveness is the start to moving on. It shows us that Cole got a second chance by forgiving and receiving forgiveness. Cole experiences extreme anger throughout the novel. He was even known and portrayed as a very angry person. As Cole gets to understand the idea of forgiveness and the beauty of life he changed to become a better and a peaceful person. There are no bad people in the world just people who make bad choices. Cole made several mistakes in his life but has learnt from them and is going through taking dips in the freezing pond, rolling the ancestor rock to get rid of his anger so he would not make the mistakes of anger taking over him again. The Cole first sent to the island was feeling consumed by anger, bitterness, and the feeling to unwillingness to change. While the Cole at the end on the novel is a normal boy that is trying control his anger problems and trying to earn forgiveness from others. After Cole had changed he seemed to think that the island could change anyone. Cole thinks to himself that he has really changed. â€Å"He felt like a new and a different person. † (Pg. 198) That’s why he wanted to bring Peter, the boy who had tried to commit suicide twice after Cole had beaten him up to the island to see if he can change on the island and have another chance at life, like Cole had received. At the end, both Peter and Cole changed spiritually and mentally. The lesson â€Å"People can change† is an important lesson from the book because even Cole the juvenile delinquent had changed into a normal teenage boy controlling his anger. The most important lesson that Cole learnt was that life is what we make it, to forgive and to earn forgiveness, and that anyone can change. Cole always had the options to live life happily but he never knew how to start. But as he learned from the lessons taught to him by many perspectives, he now knows how to start living life without the anger taking over him, he knows how to control his anger. Cole is now more knowledgeable looking at the right end of the stick, centering his life on the sun not the clouds, and making his life a celebration.

Beta Blockers Properties Of Propranolol And Atenolol Biology Essay

Beta Blockers Properties Of Propranolol And Atenolol Biology Essay Abstract This essay reports the properties of propranolol (lipophilic ÃŽ ²1-selective blocker) and atenolol (hydrophilic ÃŽ ²1-selective blocker) in the point of view of pharmacology, pharmacokinetics, and physical chemistry. It is observed that their pharmacological and pharmacokinetic properties are different, but its physicochemical properties are relative close. Introduction to ÃŽ ²-blockers The ÃŽ ²-blockers are drugs which act by blocking the effect of mediators and agonists on the relevant receptors. The ÃŽ ²-blockers show an antihypertensive effect, which is caused by reduced cardiac output, decreased release of renin, central decrease of sympathetic action. Also, they exhibit an antianginal effect, which is caused by slowing of the heart rate and thus decreased metabolic demand. The main side effects of general ÃŽ ²-blockers are cardiac failure, such as cardiac depression, hypotension, sinus node dysfunction, atrioventricular block. The side effects depend on the properties of ÃŽ ²-blockers. For instance, non-selective ÃŽ ²-blockers show the unwanted effects caused by blocking ÃŽ ²2-receptor. These show bronchoconstriction which is potentially life-threatening in asthmatic patients and clinically undesirable in patients with other respiratory problems. Lipophilic ÃŽ ²-blockers may cause psychological symptoms, such as depression. There are some important factors in the selection of ÃŽ ²-blockers, which are ISA, MSA, ÃŽ ²1-selectivity, lipophilicity, solubility, and the duration of effects. The ÃŽ ²2-selective blockers are not used clinically, because of causing bronchoconstriction. Some ÃŽ ²-blockers show the effect of not only blocking the receptors, but also stimulating ÃŽ ²-receptors. It depends on the situation whether ISA positive ÃŽ ²-blockers stimulate or block ÃŽ ²-receptors. For example, these act as ÃŽ ²-blockers under the existence of ÃŽ ²-agonists. On the other hand, these invigorate the receptors under the non-existence of ÃŽ ²-agonists. Such an effect is termed ISA which is intrinsic sympathomimetic activity. The drugs which have ISA decrease the side effects caused by ÃŽ ²-blockers. The non-selective blocks of ÃŽ ²-receptors cause the increase in cardiac afterload and bronchocostriction, because of ÃŽ ²2-blocking. The ÃŽ ²1-selective drugs slightly have the effect of ÃŽ ²2-blocking, but the ris k of causing cardiac afterload and bronchoconstriction is lower than that of non-selective ÃŽ ²-blockers. The duration of effects depends on the disease. Long acting ÃŽ ²-blockers are desirable for hypertension and heart failure, because of the low frequency of administration. In contrast, short acting ÃŽ ²-blockers, propranolol, are ideal drugs for angina, because of the fast onset of action. As I stated above, lipophilic ÃŽ ²-blockers have a risk of causing depression. The reason is such drugs are absorbed easily, so can penetrate BBB. MSA, membrane stabilising activity, is an activity which prevents sodium ions from entering inside of cells. Many ÃŽ ²-blockers, such as propranolol, have the activity, so these are useful for arrhythmia. The properties of propranolol Propranolol is a non-selective ÃŽ ²-blocker, which is clinically used as propranolol hydrochloride. The IUPAC name is (2RS)-1-(1-Methylethyl) amino-3-(naphthalen-1-yloxy) propan-2-ol monohydrochlorid. The molecular weight is 295.80, and the melting point is around 165 degrees. It is white crystalline powder, and it is easy to dissolve in water and methanol. Also, the methanol solution doesnt exhibit optical activity. Its structural formula is following. Propranolol is absorbed from the gastrointestinal tract, its plasma level reach a peak, 42.9ng/ml, after 1.5 hours of administration. The half life is approximately 3.9 hours. The metabolism of propranolol is mainly conducted by the liver, so it is metabolised to naphthoxylactic acid, glucuronic acid conjugate, and 4-Hydroxypropranolol. It is mainly metabolised by CYP2D6, CYP1A2, and CYP2C19. As I discussed above, propranolol can penetrate BBB and transition to the brain, because of lipophilic. Its dosage amount is mostly excreted in urine within 48 hours, and the rest is excreted in faeces, which is just less than 4 percentages. Its pharmacological actions include an antihypertensive effect, an antianginal effect, and MSA. Propranolol doesnt show ISA in the experiment with using rats, so it is considered that propranolol doesnt show human ISA as well as rats. Some side effects have been reported, such as, bronchoconstriction, slowing of heart rate, and allergic. These days, a new si de effect is becoming popular, which is mental symptoms, such as depression, nightmare, and insomnia. There is the drug-drug interaction in propranol. For instance, propranolol cant use with thioridazine which is a psychotropic drug, especially for integration dysfunction symptom. The reason is the side effect of thioridazine is likely to happen, because of preventing propranolol from being metabolised thioridazine by enzymes in the liver. In the same way, propranolol cant use with rizatriptan which is a drug for migraine. Combination use with propranolol and rizatoriptan induce the extension of half life of and the increase of AUC, so increase the side effects. Also, it is essential to avoid administering rizatoriptan within 24 hours of administration of propranolol for the same reason. Its package leaflet approved by US Food and Drug Administration warns. Therefore, its administration should not be stopped suddenly. Above statement is one of the most important warnings in the usage of propranolol. Properties of atenolol Atenolol is a ÃŽ ²1-selective blocker without showing MSA and ISA, which is used for hypertension, angina, and cardiac dysrhythmias. It is sold as TENORMIN in the market. The IUPAC name is 2-(4-{(2RS)-2-Hydroxy-3-[(1-methylethyl) amino] propyloxy} phenyl) acetamide. The molecular weight is 266.34, and the melting point is around 155 degrees. It is white or light yellow crystalline powder, and it is easy to dissolve in water and methanol as well as propranolol. In addition, the methanol solution doesnt exhibit optical activity. Its structural formula is following. Atenolol is almost half absorbed from gastrointestinal tract, and the rest enter systemic circulation without getting first pass effect on the liver. Its half life is approximately 7 hours. Atenolol is little metabolised in the liver, but some are metabolised to glucuronic acid conjugate. The data shows that atenolol is low distribution to brain compared to proranolol, because its drug is hydrophilic. Therefore, it has been reported that atenolol hardly have an influence on mental symptom unlike propranolol. The excretion of oral atenolol is approximately 50% in urine and faeces respectively, but 90% of them are not metabolised. As I stated above, atenolol is a ÃŽ ²1-selective blocker, so it is little to affect bronchial tubes which is controlled by ÃŽ ²2-receptor. However, the data have been reported atenolol inhibit ÃŽ ²2-receptor at high dose. Its side effects are almost the same as propranolol. The main difference between atenolol and propranolol is the incidence of tracheal symp toms, such as bronchoconstriction and bronchial spasm. Propranolol blocks ÃŽ ²-receptors non- selectively, so causes different tracheal symptoms. In contrast, atenolol inhibits ÃŽ ²1-receptors selectively, so barely makes such symptoms happen. The sudden cessation of therapy with atenolol has a possibility of causing cardiac diseases for specific patients. Its leaflet approved by FDA cautions, The properties of ÃŽ ²-blockers in obese patients These days, the number of obese people is increasing due to high calorie foods and the decrease of exercise. It is common for obese patients to take drug therapy in clinical practice, because obesity is connected with many diseases, such as diabetes and cardiovascular disease. Therefore, it is important to identify pharmacological and pharmacokinetic properties in obese patients. Jerzy Wojcickia studied the pharmacological and pharmacodynamic properties between propranolol and atenolol in obese patients. As a result, he concluded following. Conclusion In summary, there are some differences between propranolol and atenolol from the point of view of pharmacology, because of the difference of selectivity of ÃŽ ²-receptor. In the same way, there are some pharmacokinetic differences as well, such as the duration of half life and the mechanism of metabolism and excretion. In contrast, their physicochemical properties are similar. In clinical use, there are some warnings respectively, and the common cautions are to avoid sudden discontinuation of administration. Its dosage should be progressively decreased over a few weeks in order to avoid such side effects. I studied the characters between these ÃŽ ²-blockers in obese patients. In the study, it was not observed there are the obvious differences between obese patients and non-obese patients

Conflict And Resolution Within A Work Group Essay example -- Group Tea

Effective communications is defined as the successful exchange of information between individuals. An effective communicator is successful in establishing an active two-way link with another individual or group. When people work in groups, there are two quite separate issues involved. The first is the task and the problems involved in getting the job done. The second is the process of the group work itself: the mechanisms by which the group acts as a unit. Without due attention to this process the value of the group can be diminished or even destroyed; yet with a little explicit management of the process, it can enhance the worth of the group to be many times the sum of the worth of its individuals. It is this synergy which makes group work attractive in corporate organization despite the possible problems (and time spent) in group formation (Blair, 2015). Conflict and Causes of Conflicts Conflict is any situation in which individuals or groups do not agree. Individuals or groups have different ideas, interest or goals and can not compromise because the opposing parties have strong beliefs that they are very different from each other. People have different views on many different subjects; therefore, when interests are threatened, conflicts arise. There are two types of conflicts: positive conflicts and negative conflicts. A positive conflict is where the outcome of the conflict results in a positive solution. If the conflict creates better decisions, develops shared ideas, and personal growth and change, it is considered to be a positive conflict. Negative conflict is where the outcome of the conflict creates a destructive result. If the conflict creates unresolved anger, personality clashes, low self esteem or low ... ...rson chooses the way the encoded message is to be transmitted or channeled to the other person or group. This can be done by various ways, such as, face-to-face, written, or electronic mail, just to touch on a few. Upon receiving the message the receiver has the option to provide feedback to the source. Feedback is a fundamental part of the communication process. It is important to realize how critical feedback can be and how it can overcome difficulties when communicating. The group process must be planned, monitored and reviewed just like any other managed process (Blair, 2015). References Blair, G.M. (n.d.). Groups that work. Web. 17 April 2015. http://www.see.ed.ac.uk/~gerard/Management/art0.html Beard, Ronald. (n.d.). "Working With Group Conflict" University of Maine. Web. 17 April 2015. http://www.umext.maine.edu/onlinepubs/PDFpubs/6106.pdf

The Modified Market Economy :: essays research papers

The Modified Market Economy What is a modified market economy? What factors have been responsible for the emergence of this kind of economic system? How do governments influence economic decision making in such systems? Use Australian examples to illustrate your answer. A modified market economy is a market economy in which there are varying amounts of intervention and property ownership by the government. The Australian economy would be classed as a modified market, as we have a certain degree of government intervention, and this is something we should feel lucky for in our country, because due to this we are able to experience the free, fair lifestyle which we enjoy. The emergence of this kind of economy is mainly due to weaknesses in the market economy which, with out regulation, becomes an economy mainly concentrated on the wealthy people. The basic reason for the modified market economy is that the free market does not produce an efficient allocation of resources, and that the free market does not distribute output in a socially desirable way. For example in a modified market, the government regulate the flow a income a bit so that not only the rich make money. In a market economy the rich get richer and the poor get poorer as there is no regulation in terms of income distribution. The intervention by the government, in forms such as social security nets, which is present in a modified market, makes society more evenly spread rather than everyone being one of two things, that is, very rich, or very poor. In such economies as these, the government influence economic decision making much to our advantage in terms of them providing many of the resources needed to satisfy collective wants, making restrictions upon what can and can not be done, in the interests of our health, the environment, impacts upon society etc. Through this they regulate much of the possible ‘bad' economic decisions that could be made. The Australian government does place some limitations on freedom of enterprise, but generally encourages private business activity as it is an advantage to our whole economic growth in terms of employment etc. The Australian government also encourages the idea of fair competition. To keep the consumer choice less restrictive the government might not allow certain take overs that may limit the number of choices available to the consumer. Competitive prices that come from businesses are also good for the economy in general, for example if an Australian owned company, such as Uncle Toby's,

Bilingual Education Essay -- essays research papers

Bilingual Education = Unilingual Education Bilingual education in America is a sound idea, but it is not truly bilingual education, it is only bilingual for those who do not already speak English. America is a country with more and more cultures mixing together with different areas of America speaking different languages. In California, Spanish is the dominant language next to English, and in states such as Maine, French is spoken. Other cultures should not be assimilated into mainstream America completely, but America shouldn’t have to bend over backwards to make life easier for foreigners. In order to become more culturally tolerant, everyone should learn a second language, not just immigrants. Americans should make bilingual education truly bilingual. The first reason is to eliminate the effect bilingual education has on poor, non-English speaking children. In Richard Bernstein’s, â€Å"A War of Words† he says, â€Å"Advocates of bilingual education believe t hat it represents the best chance for non-English speaking children -- who, not so coincidentally, often come from lower-income groups – to enjoy the richness and opportunities of American life†, but he also writes, â€Å"†¦Bilingual education is a failure, a tactic that in the end will harm the chances of the generally poor, non-English speaking children ever having a equal share in the promise of American life.† By simply having everyone learn a second language eliminates the lines of income, and ethnic background. Truly bilingual education would also eliminate the psychological effects it has on non-English speaking children. When they are in a classroom filled with people who do not speak the same language they do, they are forced to feel alone because they can not perform at the same level as their peers, they feel there is something wrong with them, lower than everyone else. â€Å"’Empowering Minority Students’ does not argue that a chil d’s inability to speak English is what leads him to fail if he is put into an English classroom. Children fail†¦because they are made to feel ‘shame’ for belonging to a minority group, for not being a part of the dominant group. The only way to ‘empower’ such children†¦is for the teachers to ‘consciously challenge the power structure both in their classrooms and schools and in the society at large’ Bilingual education†¦is an ‘empowerment pedagogy.’ It is an act of rebellion again... ... who understands them. Which would suggest that these two ideas should go hand in hand. In order for a truly bilingual education system to work is to make sure that all teachers are fluent in both English and the language they will be teaching. Which means that there will be a demand for teachers that can speak either German, Italian, Russian, Chinese, Japanese, French, Spanish. Then there will be the demand to those who can speak the local languages. For example, Lakota is widely used on most Sioux reservations in the US, so many parents may want their children to learn Lakota instead of Chinese. More money will be needed to fund all of these language programs, since there will end up being course listings as: Third Grade English, Third Grade Spanish, Third Grade Italian etc†¦ There will also be uneven classroom sizes because many parents in California will want their children to learn Spanish resulting in a large Spanish class and a small Russian class, if any at all. The idea of a truly bilingual education system is still a lot more productive and beneficiary than the current bilingual system, but the truly bilingual system is, truthfully, utopian in nature. Word Count: 1184

Midterm Essay Cj210-04

Midterm Essay Exam xxxxxxxxxxx Kaplan University CJ210-04 1. What are methods of inquiry and how are they used in criminal investigation? The main methods of inquiry are the reconstruction of the past and the discovery or creation of new knowledge. In order to reconstruct the past there are three sources available to the investigator. These are people, physical evidence and records. People are a good source of information once you learn the art of questioning and how to sift through the lies and deceptions. Physical evidence paints a picture or can accurately recreate a crime.Records are used to show an investigator trends leading up to the crime. Now the discovery or creation of new knowledge is what separates the skilled investigator from the rest. This involves instinct, experience, an open mind and what some consider gut feelings. You need to think outside the box. 2. What is the optimal mindset of an investigator and how are the concepts associated with the optimal mindset of an investigator manifest? I believe the optimal mindset of an investigator is to be wary of all. An investigator needs to believe all suspects are guilty until proven otherwise.Never dismiss a clue or lead and never let your guard down. The manifestation of this mindset comes with common sense, experience, training and traits that some people are just born with. I think some of these traits can be learned but the best of the best are born to be investigators. 3. What is the scientific method and how is it applied to criminal investigation by criminal investigators? â€Å"The scientific method is a way of observing, thinking about, and solving problems objectively and systematically. † The criminal investigator uses this process much like a mathematician solves a problem.They identify the problem then come up with a theory. Then they collect data through observations and experimentation. This then helps the investigator to draw conclusions. 4. Discuss the three primary sources o f information for criminal investigators and provide detailed practical examples of each source listed. The three primary sources of information for criminal investigators are physical evidence, people and records. Physical evidence is comprised of things found at a crime scene such as fingerprints, tool marks, bullets, casings, hairs, fibers and many other things.When it comes to people this includes friends, family, witnesses, victims, business associates and people that share the same recreational interests. An example of records could be phone calls, credit card purchases and video surveillance tapes from banks, parking lots, and just about anywhere you go anymore. References Osterburg, James & Ward, Richard (2010). Criminal Investigation: A Method for Reconstructing the Past. Sixth Edition. Anderson Publishing http://www. ncjrs. gov/App/Publications/abstract. aspx? ID=78300